Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 2 |
Descriptor
Source
| Assessment for Effective… | 3 |
Author
| Albers, Craig A. | 1 |
| Boals, Timothy J. | 1 |
| Cao, Marisa | 1 |
| Chung, Siuman | 1 |
| Espin, Christine A. | 1 |
| Kenyon, Dorry M. | 1 |
| McMaster, Kristen L. | 1 |
| Wayman, Miya Miura | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Grade 5 | 1 |
| Grade 8 | 1 |
| Grade 9 | 1 |
| Secondary Education | 1 |
Audience
Location
| Netherlands | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkChung, Siuman; Espin, Christine A. – Assessment for Effective Intervention, 2013
The reliability and validity of three curriculum-based measures as indicators of learning English as a foreign language were examined. Participants were 260 Dutch students in Grades 8 and 9 who were receiving English-language instruction. Predictor measures were maze-selection, Dutch-to-English word translation, and English-to-Dutch word…
Descriptors: Curriculum Based Assessment, Progress Monitoring, Secondary School Students, Second Language Learning
Albers, Craig A.; Kenyon, Dorry M.; Boals, Timothy J. – Assessment for Effective Intervention, 2009
Although numerous English language proficiency (ELP) measures currently exist, many were developed prior to the No Child Left Behind Act of 2001 (NCLB). These pre-NCLB measures typically focused on social language proficiency, whereas post-NCLB measures are linked to ELP standards and focus on academic language proficiency (ALP). ELP measures are…
Descriptors: Academic Discourse, Intervention, Federal Legislation, Validity
McMaster, Kristen L.; Wayman, Miya Miura; Cao, Marisa – Assessment for Effective Intervention, 2006
The purpose of this study was to examine the alternate-form reliability, criterion validity, and sensitivity of progress-monitoring measures in reading for secondary-level English Learners (ELs). Twenty-five ELs in an urban high school were administered two types of Curriculum-Based Measures (CBM) once every 3 weeks for 13 weeks. Measures included…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Tests, Reliability
